Lesson Study for LSM

Teachers
Yeap Ban Har
banhar.yeap@nie.edu.sg
National Institute of Education
 As a teacher trainer, to introduce the lesson-
study process. As a teacher, to share my own
learning from a lesson-study process and how I
translate my learning into a lesson for LSM
pupils.
Purpose of Presentation
LESSON STUDY

STARTS WITH THE STUDY

OF INSTRUCTIONAL
MATERIALS
Textbook
Curriculum Document
Division of a quantity (not greater than 20) into
equal sets

Given the number of objects in the

set
Given the number of sets

Solving 1-step word problems with pictorial

representation
 An Example of Teacher
Learning
• The quantity to be divided could be
either
– (a) discrete (e.g. balloons)
– (b) continuous (e.g. length of ribbon)
• These situations have different
cognitive load
– (a) putting eggs on plates
– (b) sharing eggs among persons
 Lesson Plan: Cognition

Links
between
concrete Remedial
and steps are
pictorial built into
representat instruction
ion must be
carefully
Lesson Study Cycle

Lesson
Planning

Lesson Revision Research Lesson

Post-Lesson Discussion
Lesson Study Cycle

Research Lesson

Lesson Revision
Research
Lesson
Post-Lesson Discussion
 Video Case Study
• Cognition
• To develop students’ ability to do division
as grouping
• Metacognition
– To monitor the number of objects in a group
– To monitor the differences between how
many objects in a group and how many
groups
• Motivation
– To engage pupils through enjoyable tasks
• Environment
–
 Workshop Tasks
• Note down a few instances of pupil
responses that are related to the 4-
PIA and the teacher action that
brought about these responses.
• At the end of the video, briefly point
out one instance that is of interest to
you. Give your own interpretation of
the case.
• Pose a question that when discuss
can bring about learning to yourself
and other LSM teachers.
ACKNOWLEDGEMENT: PRINCESS ELIZABETH PRIMARY
SCHOOL

VIDEO
ACKNOWLEDGEMENT: PRINCESS ELIZABETH PRIMARY
SCHOOL

VIDEO: DISCUSSION
1. Setting Up the
Task
Each person should
get 12 animals. I
have given you
some. How many
more do you need?
Pupils had
opportunities to
work independently
as the teacher
attended to other
pupils.
 2. Development (1)

Put four animals into one cup. Note only one

cup is given.
This mirrors drawing rings around four
 Students should
have positive
experiences during
the lesson.

Put four animals into a

second cup.
How many animals are there altogether?
How many animals are there in one cup? How many cups
do we use?
 3. Development (2)

This is like the

workbook tasks except
that the magnets can
be moved. Built in
remedial strategy.
 Pupils needs to
monitor the
number of
magnets as well
as to manage
their
visualization
process.

Variations on the
arrangements of
magnets to
increase the
level of
visualization
required.
4. Extension
5. Development (3) The use of colour to show the
group.
Lesson Study Cycle

Research Lesson

Lesson Revision
Research
Lesson
Post-Lesson Discussion
Lesson Plan: Variations on Object Arrangements

METACOGNITION
Lesson Implementation

MOTIVATION
Lesson Study Cycle

Research Lesson

Lesson Revision Research Lesson

Post Lesson
Discussion
 Lesson & Post-Test

Lesson: 19 August 2008

Post-Test: 8 September 2008
 Aashiq

Hannah
 Idlin

Elgine
Jerrica
Adam
Hannah
Izaan
Maha
Elgine
Lesson Study Cycle

Research Lesson

Lesson Research Lesson

Revision

Post Lesson Discussion

4. Extension
5. Extension